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Funded Projects Query Form
30 matches

Grant programs:Humanities Initiatives: HSIs*
Date range: 2018-2021
Sort order: Award year, descending

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AC-277380-21

New Mexico State University (Las Cruces, NM 88003-8002)
Eric Magrane (Project Director: July 2020 to present)
Kerry Banazek (Co Project Director: December 2020 to present)
Critical Approaches to Place: Teaching Narrative Mapping in Southern New Mexico

A two-year project to develop curriculum integrating geography, English, and digital humanities.

“Critical Approaches to Place: Teaching Narrative Mapping in Southern New Mexico” is a three-year curriculum development and public engagement project organized by collaborators from New Mexico State University (NMSU)’s Geography and English departments. It includes a faculty development workshop, which will help instructors from diverse disciplines develop digital story mapping assignments that support first-generation, multilingual, and binational students in unique ways. Additional project components include: a new geohumanities course co-taught by the project directors, a public lecture series, and a bilingual public exhibit developed in partnership with the Las Cruces Museum System that highlights student work. Taking Story Maps as a common starting place helps faculty participants, students, and community partners develop stronger relationships with one another and understand how the humanities provide essential insights into place and global environmental challenges.

Project fields:
Composition and Rhetoric; Geography

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$149,890 (approved)
$149,890 (awarded)

Grant period:
2/1/2021 – 1/31/2024


AC-277584-21

Capital Community College (Hartford, CT 06103-1211)
Jeffrey F. L. Partridge (Project Director: July 2020 to present)
Black Heritage Project: Empowering Students Through Black Community History

Development of a digital archive to be used within community college and high school curricula, along with the creation of a permanent exhibit and lecture series on local African American history.

Capital Community College, a Hispanic-serving institution in downtown Hartford, proposes a Humanities Initiatives project centered on the history and people of Hartford’s Talcott Street Church and Black School to empower students through local Black community history. In partnership with Capital Preparatory Magnet School and nearby museums, the project develops three components under the theme of empowering students through the history of the Talcott Street Church and School: (1) humanities curriculum development, (2) establishment of an exhibition to support pedagogy and commemorate the historic site, and (3) inauguration of an annual public lecture called The Pennington Lecture.

[Media coverage]

Project fields:
African American History; American Literature; Interdisciplinary Studies, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$149,426 (approved)
$149,026 (awarded)

Grant period:
6/1/2021 – 5/31/2023


AC-277690-21

William Paterson University of New Jersey (Wayne, NJ 07470-2152)
Wartyna Davis (Project Director: July 2020 to present)
Barbara Suess (Co Project Director: December 2020 to present)
David Freestone (Co Project Director: February 2021 to present)
Data Storytelling

The development of a new minor that integrates digital data and analysis into humanities courses, along with a series of faculty workshops in digital humanities.

William Paterson University (WP), an eligible Hispanic- and Minority-Serving public institution in Wayne, New Jersey proposes a humanities initiative to create a new minor in data storytelling that will teach students to not only critically consume, evaluate, and interpret data, but also use it to communicate ideas, tell stories, and create new knowledge. Grant funds will support the development, implementation, and evaluation of the new minor over three years. The proposed project includes (1) two cohorts of a one-year professional development program for faculty interested in teaching in the minor; (2) revision and creation of 16 elective courses for the minor; (3) four technology-for-the-humanities workshops open to all members of the WP community to prepare faculty to integrate data technologies into the humanities classroom; and (4) initial piloting of eight of the new and revised elective courses.

Project fields:
Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$149,994 (approved)
$149,994 (awarded)

Grant period:
7/1/2021 – 6/30/2024


AC-277694-21

University of California, Santa Barbara (Santa Barbara, CA 93106-0001)
Rachael Scarborough King (Project Director: July 2020 to present)
Danielle L. Spratt (Co Project Director: December 2020 to present)
Hidden Archives: Race, Gender, and Religion in UCSB’s Ballitore Collection

A two-year project on the digitization and examination of abolitionist materials to be included in experiential learning and curriculum development.

Hidden Archives is a collaborative project between the University of California, Santa Barbara, California State University-Northridge, and Howard University that digitizes and researches a collection of abolitionist materials held at UCSB while introducing underrepresented students to archival research and the digital humanities. Although both archival and digital skills are necessary to address crucial topics regarding the history of race, enslavement, and protest, the fields of book history and the digital humanities remain exclusionary to scholars of color. Hidden Archives addresses such concerns through collaborative research between faculty, undergraduate, and graduate students. The project focuses on the Ballitore Collection, a group of 18th- and 19th-century Quaker materials. By examining the collection with a diverse research team, we make it available for scholars, students, and the public while shaping a generation of researchers attuned to questions of power and absence.

Project fields:
British History; British Literature; Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$149,402 (approved)
$149,402 (awarded)

Grant period:
2/1/2021 – 12/31/2022


AC-277702-21

CUNY Research Foundation, City College (New York, NY 10031-9101)
Renata Kobetts Miller (Project Director: July 2020 to present)
Thomas Peele (Co Project Director: December 2020 to present)
Building a Digital Humanities Minor at the City College of New York

A three-year initiative to develop and pilot a minor in digital humanities at City College, to be housed in the Division of Humanities and the Arts.

The City College of New York proposes to develop and pilot a curriculum for a minor in Digital Humanities. For humanities majors these courses and this minor will serve three central purposes: they will increase students' inquiry-driven and experiential learning in the humanities, they will augment and enrich traditional humanistic study by providing our students with a broader array of techniques in performing critical analysis and problem-solving (two of the central values of a humanities education), and they will expand students' understanding of the analytical frameworks that are available to them. By emphasizing the points of convergence between humanities and technology the Digital Humanities minor will enrich students' understanding of how the humanities fit within broader contexts; it will also prepare them for a broader array of career options. These courses may also attract technologically-oriented students to pursue humanistic study.

Project fields:
Interdisciplinary Studies, General; Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$149,431 (approved)
$149,431 (awarded)

Grant period:
2/1/2021 – 1/31/2024


AC-277755-21

Florida International University (Miami, FL 33199-2516)
Julio Capo (Project Director: July 2020 to present)
Miami Studies: Building a New Interdisciplinary Public Humanities Program

A two-year project to create a new, interdisciplinary undergraduate program in Miami Studies.

The Wolfsonian Public Humanities Lab (WPHL) at Florida International University (FIU) seeks to create a new, rigorous program in Miami Studies that is particularly attentive to the unique skills our diverse student body currently possesses or needs to sharpen to be successful in today’s job market. This project proposes the creation of a series of new courses or modules that are critically integrated to FIU’s Office of Micro-Credential Initiatives, housed within the Division of Academic & Student Affairs, to build a sustained skills-based program for our students that is centered on the study of history literature, culture, language, art, architecture, politics, and overall humanistic experience of the diverse people of the Greater Miami area, a minority-majority region whose demographics are mirrored in the student population at FIU.

Project fields:
Hispanic American Studies; Public History; Urban Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$150,000 (approved)
$150,000 (awarded)

Grant period:
2/1/2021 – 8/31/2023


AC-277786-21

University of Texas Health Sciences Center, San Antonio (San Antonio, TX 78229-3901)
Rachel Pearson (Project Director: July 2020 to present)
The HIV Storytelling Project: Narratives from South Texas

A collaborative project to collect and archive oral histories of the HIV epidemic, bringing together medical students, faculty, and members of the San Antonio community.

This project in digital humanities will be a collaboration between UT Health researchers and persons living with HIV and their advocates who have organized as the End Stigma End HIV Alliance (ESEHA). In its curricular component, researchers and ESEHA advocates will train health professions students in the history of HIV and HIV advocacy, the experience of living with HIV in South Texas, oral history, and digital storytelling production. Students will then work with research participants to develop compelling, participant-driven digital narratives from the South Texas HIV epidemic, and archive these narratives for use by the participants themselves as well as by medical educators and learners, community members and humanities researchers.

Project fields:
History and Philosophy of Science, Technology, and Medicine; Urban History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$149,445 (approved)
$149,445 (awarded)

Grant period:
2/1/2021 – 1/31/2024


AC-269280-20

Azusa Pacific University (Azusa, CA 91702-2701)
Theodore Szeto (Project Director: July 2019 to February 2021)
Veronica Anne Gutierrez (Project Director: February 2021 to present)
Aaron Hinojosa (Co Project Director: May 2021 to present)
Our Declaration: A Summer Bridge Engaging GEN1 Scholars

This program will test a new approach to closing the engagement gap between first generation students and students of color and the humanities (HUM) at APU through enhanced partnerships between advising, administration, and instruction. Piloted in summer 2020, this four (4) week residential bridge program designed in recognition of and preparation for the 250th anniversary of American independence will foster the academic and personal development of two (2) cohorts of 20 students each at the APU campus through a three (3) unit introductory humanities course (HUM 221) and complementary labs, field trips, and community building. This course will help students: - express an informed understanding of the ideas, arguments, and points of view contained in the Declaration of Independence. - articulate the relevance of the Declaration of Independence to citizenship in 21st-century America - explain how faith interacts with their understanding of the Declaration of Independence

Project fields:
U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,991 (approved)
$99,852 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269129-20

National-Louis University (Chicago, IL 60603-6191)
Christopher Martin Caver (Project Director: July 2019 to present)
Creating an Interdisciplinary Humanities Minor for Career-Focused Students

The creation of a six-course interdisciplinary humanities minor for undergraduate students pursuing pre-professional majors.

This project creates an interdisciplinary humanities minor program for students pursuing existing professionally-oriented major tracks. We propose to create six new courses. Two core courses will be created in aesthetic judgment and interpretive methods that use Chicago artists, writers, histories, and communities as their primary context of application and illustration. Four electives will also be created to provide humanistic counterparts to major coursework. These will be courses in storytelling and the digital humanities (Computer Science and Information Systems), the ethics of work and business (Business Administration), philosophical approaches to mortality (Human Services), and histories of crime and punishment (Criminal Justice). Additionally, our project develops opportunities for students to intern at Chicago-area humanities organizations or pursue original research as part of completing their minor, and it creates a capstone colloquium to showcase these experiences.

[Grant products]

Project fields:
Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,548 (approved)
$99,548 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269185-20

San Antonio College (San Antonio, TX 78212-4299)
Erik Anderson (Project Director: July 2019 to present)
San Anto History GO!

A three-year faculty development project to incorporate geographic information system technology into college and middle school history courses.

San Antonio College proposes "San Anto History GO!": a humanities initiative that uses the ArcGIS Online platform to build location-based learning and augmented reality mobile applications to connect students and the community to marginalized historical places and histories in and around the San Antonio area. Supporting the NEH area of interest, “Protecting Our Cultural Heritage,” "San Anto History GO!" seeks to empower students at both the college and middle school levels to document, share and preserve the history of the spaces they inhabit, and which reflects their lives and their own community’s history.

Project fields:
History, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,659 (approved)
$99,659 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269245-20

University of Arizona (Tucson, AZ 85721-0001)
Carine Bourget (Project Director: July 2019 to present)
Developing Foreign Cultures Courses for the Professions

A three-year curriculum development program to infuse foreign language and culture content into courses in business, healthcare, and other professional programs. 

The Humanities play a crucial role in developing understanding of diverse cultures and appreciation of various perspectives, skills that are necessary to solve global challenges, be they related to economic or health issues, among others. One approach to make the pertinence of the Humanities to professional life obvious is to design courses that blend the Humanities with specific professional training. Such courses develop humanities skills such as intercultural competence, advanced foreign language skills when applicable, and knowledge specific to various parts of the world to help prepare students for careers in a global world.

Project fields:
Languages, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,999 (approved)
$99,999 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269259-20

Texas Tech University (Lubbock, TX 79409-0006)
Aliza S. Wong (Project Director: July 2019 to present)
John Carrell (Co Project Director: January 2021 to present)
A New Humanities for the 21st Century: Honors Arts and Letters

The strategic planning and curricular revision for a reframed Humanities Arts and Letters major in the Honors College.

A liberal arts education embraces the breadth of human existence. Traditionally, the liberal arts included arithmetic, astronomy, geometry, grammar, logic, and music. In the modern world, the liberal arts have matured to include such fields as art, science, history, languages, and literature, to name a few. This proposal will look to revamp the current liberal arts degree of the TTU Honors College, Humanities Arts and Letters (HAL). The planning process would include 1) faculty members working closely together to create a new framework: renaming the major; reconceptualizing the concentrations; and working closely with an advisor to create workable degree plans; 2) workshops for faculty from across the TTU campus to develop core classes for each humanities centered concentration; and 3) creating a marketing campaign that will internally and externally communicate the vigor and rigor of the new major. All Honors students would experience this humanities centered curriculum to graduate.

Project fields:
History and Philosophy of Science, Technology, and Medicine; Interdisciplinary Studies, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,865 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269265-20

Texas Tech University (Lubbock, TX 79409-0006)
Mellinee K Lesley (Project Director: July 2019 to present)
Lane Sobehrad (Co Project Director: November 2019 to present)
Julie Smit (Co Project Director: November 2019 to present)
Rene Saldana (Co Project Director: November 2019 to present)
Advancing Culturally Sustainable Pedagogy Together: Using History Labs to Enhance College Readiness

The enhancement of the human geography curriculum for Lubbock’s public high schools through a collaboration between Texas Tech University and Lubbock school teachers and administrators.

At Estacado High School traditional English and Social Studies instruction has not produced desired outcomes for college readiness. Texas Tech and Lubbock ISD have met this need by building a culture of literacy that has seen significant student growth. To expand these efforts, this project will implement a 4-week history lab that targets critical reading and writing skills in the Social Studies classroom, in which students will engage in academic research and create dynamic projects that reflect authentic historical investigation. This project will positively impact student achievement on traditional assessments, reading and writing competencies, and critical thinking skills. In addition, it will help a highly diverse population of students connect with the regional impact of marginalized and disenfranchised groups in the larger context of U.S. history and culture, connecting their personal narratives to the wider experiences of American society.

[Grant products]

Project fields:
History, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$97,905 (approved)
$85,094 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-263982-19

CUNY Research Foundation, LaGuardia Community College (Long Island City, NY 11101-3007)
Naomi J. Stubbs (Project Director: July 2018 to present)
Shannon Proctor (Co Project Director: December 2018 to present)
Summer Institute on Incarceration and the Humanities

A two-year series of institutes and workshops for faculty on the topic of incarceration and the humanities.

Our Summer Institute on Incarceration and the Humanities consists of two intensive summer institutes organized around central themes in the humanities scholarship on incarceration. Through selected readings, guest speaker presentations, and site visits, our faculty fellows will deepen their understanding of the ways in which research in the humanities contributes to knowledge about the history of incarceration in the United States, the goals and justifications of carceral punishment, as well as the connections between rehabilitation, education, and successful reentry. This knowledge will be shared with the community via the scholarly and classroom projects the fellows will create and assess during the institute. These projects will allow us to improve humanities education at LaGuardia Community College and to incorporate a humanist perspective into ongoing projects about incarceration.

[Grant products]

Project fields:
American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,999 (awarded)

Grant period:
1/1/2019 – 12/31/2020


AC-264007-19

San Jose State University Research Foundation (San Jose, CA 95112-5569)
Richard McNabb (Project Director: July 2018 to present)
Arguing the Humanities: A Course for STEM Students

The integration of humanities texts and methods of inquiry into a required writing course for STEM students, followed by faculty training, implementation of the course, and the creation of a digital archive.

Arguing the Humanities is a course redesign project that seeks to integrate substantial humanities content and texts into a required developmental course for STEM students that focuses on close reading and analytical writing. The project goal is to give STEM students broader exposure to significant works of the human intellect and imagination, and to develop the habits of mind required to analyze these works and write persuasively from and about them.

[Grant products]

Project fields:
Composition and Rhetoric; Interdisciplinary Studies, General; Languages, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$59,406 (awarded)

Grant period:
1/1/2019 – 12/31/2020


AC-264090-19

Felician University (Lodi, NJ 07644-2198)
Sherida Yoder (Project Director: July 2018 to present)
Julie A. O'Connell (Co Project Director: December 2018 to present)
Interdisciplinary Humanities Program on the History and Culture of Paterson

The development of an interdisciplinary and place-based humanities minor that focuses on the writers, musicians, and artists of Paterson, New Jersey.

The IHP-Prism Paterson employs immersive place-based learning to engage 1st generation/at-risk college students in the study of humanities disciplines by focusing on Paterson's important writers, musicians and artists. Creating new experiential courses in the humanities that reflect Felician University's 1st generation students' identities will increase student engagement, improve skills, enhance retention, and build connections between the city and the University, while enriching humanities learning.

[Grant products]

Project fields:
Arts, General; Interdisciplinary Studies, General; Literature, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,995 (approved)
$99,955 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264104-19

Vanguard University (Costa Mesa, CA 92626-6520)
Kristen Lashua (Project Director: July 2018 to present)
American Stories: A Humanities Summer Bridge Program

The development and implementation of a summer bridge program based on American history and culture for at-risk students.

This project will develop and launch American Stories, a 5-week summer residential Bridge program for first-generation and other at-risk incoming freshmen at Vanguard University. Students will take HIST 156C: American Stories, a class to fulfill their freshman history requirement. The curriculum focuses on movement and ethnicity in American history, with a special emphasis on introducing students to digital humanities projects and oral history. Students will also take a one-unit Writing Lab designed to ready them for composition at the college level. A Humanities Initiatives Grant would allow Vanguard to run the program for its first two years, establishing several cohorts of at-risk students who are better prepared for college and for their study of the humanities. Vanguard has achieved great success with its STEM Bridge program and seeks to build on that success with this new humanities initiative.

[Grant products]

Project fields:
English; U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$98,317 (approved)
$98,317 (awarded)

Grant period:
1/1/2019 – 9/30/2021


AC-264148-19

University of New Mexico (Albuquerque, NM 87131-0001)
Levi Romero (Project Director: July 2018 to present)
Irene Vasquez (Co Project Director: December 2018 to present)
Culturally Mapping Albuquerque

A two-year project collaboration of university faculty and high school teachers to study the relationship between migration and cultural heritage preservation in Albuquerque, New Mexico.

The Culturally Mapping Albuquerque project brings together scholars, educators, cultural workers, and students to collect, analyze, and interpret narratives on the relationship between migration and cultural heritage preservation in the city of Albuquerque, New Mexico. Over a 24-month period, faculty from across the US and UNM, high school teachers from Albuquerque Public Schools, and cultural workers from the city of Albuquerque will meet in workshops, roundtables, and a major public symposium to develop humanistic understandings of the ways human mobility and cultural heritage efforts shape city landscapes. The city of Albuquerque is a critical site of analysis because of its rich cultural services and long history of multicultural and multi-ethnic communities. Participants will examine Indigenous migration stories, artistic and literary presentations of transcontinental settlement, and global art productions of migrations and relocations that define New Mexicans in the 21st century.

[Grant products]

Project fields:
American Studies; Ethnic Studies; U.S. Regional Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,922 (approved)
$99,922 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264174-19

Florida International University (Miami, FL 33199-2516)
Melissa Baralt (Project Director: July 2018 to present)
Improving Spanish-Language Teacher Retention and Success

A collaborative partnership between Florida International University and Florida Memorial University to improve course content and teacher training in Spanish language and culture at both institutions.

This project will improve Spanish language teacher training at a Hispanic-Serving Institution in Miami, FL so that graduates are better prepared to teach in the culturally diverse settings where they are employed, primarily a Miami HBCU. Thus this project will help black Spanish-language learners at the HBCU have better Spanish-learning experiences and outcomes and reduce teacher attrition of HSI graduates at the HBCU. A team of Spanish-language learning scholars and instructors will conduct a needs analysis on learners’ and teachers’ needs at the HSI and HBCU. Then, they will redesign the Spanish-learning curriculum for black students, prepare and deliver new teacher-training workshops, and evaluate and modify the new curriculum for both teachers and students as needed over the course of the project. Finally, they will disseminate findings and pedagogical materials through a national teacher-training website, academic conferences and journals, and public teacher-training workshops.

[Grant products]

Project fields:
African American Studies; Linguistic Anthropology; Spanish Language

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,832 (awarded)

Grant period:
1/1/2019 – 8/31/2022


AC-264249-19

University Corporation at Monterey Bay (Seaside, CA 93955-8001)
Nelson Graff (Project Director: July 2018 to present)
Improving Learning and Achievement with Reading/Writing-Enriched Curriculum in the Disciplines

The development of discipline-relevant reading and writing instruction to be incorporated into the core and elective courses of six majors.

This is a three-year project that will infuse humanities learning and reading/writing instruction into the core electives and majors at California State University Monterey Bay (CSUMB). By adapting methods from the Writing Enriched Curriculum (WEC) model from the University of Minnesota, CSUMB faculty will improve their capacity to research, analyze and design reading and writing instruction plans relevant to their disciplines, and to integrate them into their curriculum. With this faculty-driven approach, the project will create a positive shift in reading, writing, and critical thinking skills of students across the disciplines so that they can effectively prepare their research and writing-intensive projects, senior capstones, and succeed in professional careers.

Project fields:
Composition and Rhetoric

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,441 (approved)
$99,441 (awarded)

Grant period:
1/1/2019 – 12/31/2022


AC-264286-19

University of Texas Rio Grande Valley (Edinburg, TX 78539-2909)
Jennifer Joy Esquierdo (Project Director: July 2018 to present)
Stephanie M. Alvarez (Co Project Director: December 2018 to present)
Promoting Humanities Learning in Elementary Schools

Collaboration with local school districts to design a social studies curriculum for kindergarten through fifth grade that focuses on the history and culture of the Rio Grande Valley community.

Project SSTARC (Social Studies Through Authentic and Relevant Content) is a 2-year collaborative project between the Center for Bilingual Studies and the Center for Mexican American Studies at the University of Texas Rio Grande Valley and local school districts in south Texas. The project aims to provide an opportunity for local K-5 teachers to gain better knowledge of local and regional history, create relevant social studies content for their students in both English and Spanish, and disseminate the content on a wide scale to enrich the schooling experience of students by exposing them to authentic humanities content. This project will bring together four humanities scholars of Mexican American Studies to work with a total of 42 K-5 teachers during two different 4-day workshops. At the workshops teachers will collaborate to design lesson plans based on the content presented by the scholars. In Year 2, a one-day conference will showcase the redesigned curriculum to 100 K-5 teachers.

[Grant products]

Project fields:
Ethnic Studies; Hispanic American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$111,391 (approved)
$110,756 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264292-19

Northeastern Illinois University (Chicago, IL 60625-4699)
Jeanine Ntihirageza (Project Director: July 2018 to April 2021)
Denise Cloonan (Co Project Director: January 2019 to April 2021)
Developing a Kurdish Language and Culture Studies Program

A one-year project to develop three new courses and related curricular resources in Kurdish language and culture.

The proposed project will develop and implement a program in Kurdish language and culture, and develop resources and curricula for use in teaching. The project builds on the mission of the National Council of Less Commonly Taught Languages to enhance cross-cultural communication among US and global citizens. 

[Grant products]

Project fields:
Languages, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$97,390 (awarded)

Grant period:
1/1/2019 – 12/31/2019


AC-264295-19

University of Texas, San Antonio (San Antonio, TX 78249-1644)
Kirsten Elizabeth Gardner (Project Director: July 2018 to present)
Valerie A. Martinez (Co Project Director: December 2018 to present)
An Oral History Project Dedicated to Women and War

The creation of a digital archive of oral histories of women in the military to be used in the classroom and the training of faculty and students in the professional practice of oral history.

Military City, USA: An Oral History Project Dedicated to Women and War is a two-year collaborative project between faculty at two Hispanic-Serving Institutions, the University of Texas at San Antonio and Our Lady of the Lake University, designed to integrate oral history practices into humanities education and professional training. Just as importantly, the grant will expand the scope of traditional military history for students and faculty to better understand the militarization of women's lives from World War II to the present. The project takes advantage of this unique time in contemporary society whereby as of 2016, three years after the un/official end of the Global War on Terror, women are eligible for all roles within the U.S military including combat. As women begin to occupy these historically exclusive male positions, our project will be one of the first to document and analyze the significance of female military combat participation.

[Grant products]

Project fields:
Military History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,219 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-258909-18

University of Illinois at Chicago (Chicago, IL 60612-4305)
Sandra Sufian (Project Director: June 2017 to October 2021)
The Human Story of Illness: Health Humanities Portraits for Physicians in Training

The creation of health humanities portraits as case studies for use in the curriculum of the University of Illinois College of Medicine.

The Human Story of Illness: Health Humanities Portraits for Physicians in Training will establish a series of workshops over two years in which a core group of UI-COM faculty will develop “health humanities portraits” for the medical student curriculum. This process has three steps: 1) Using their distinct disciplinary lenses, invited humanities experts will develop portraits and refine them with our faculty during on-site workshops. Each portrait will consist of a first-person patient story and humanities scholarship that illuminates the story’s social, cultural, ethical and affective themes; 2) With the experts’ guidance, our faculty core will then develop additional portraits using the same process; 3) Project personnel will create an online repository of these portraits that will be utilized by the medical school and shared with other institutions. Our project will enrich medical training by creating rigorous portraits that reveal the full texture of people’s illness experiences.

[Grant products]

Project fields:
History and Philosophy of Science, Technology, and Medicine; Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,873 (approved)
$98,769 (awarded)

Grant period:
1/1/2018 – 12/31/2020


AC-258915-18

Kean University (Union, NJ 07083-7133)
Elizabeth Hyde (Project Director: June 2017 to present)
Jonathan Mercantini (Co Project Director: December 2017 to present)
MakeHISTORY@Kean: William Livingston’s World

Development at Kean University of a new History Lab and undergraduate history curriculum focused on the life and times of William Livingston, first elected governor of New Jersey.

“MakeHistory@Kean: William Livingston’s World” is a three-year project to develop the Kean University Department of History curriculum around the concept of a History Lab. Using untapped archival resources and facilities of Kean, Liberty Hall Museum and the Liberty Hall Academic Center, undergraduates will generate a portfolio of original historical research to be shared with a broad public through talks, exhibits, websites, lesson plans, and other genres. Students will reconstruct and disseminate political, intellectual, and social worlds of William Livingston, first elected governor of New Jersey, signer of the U.S. Constitution, and builder of Liberty Hall, the estate on which Kean University now sits. The development of this curriculum writes an important chapter in American History, prepares history majors to compete in the 21st-century job market, and culminates in a 5-year BA/MA degree in History and Public Humanities.

[Grant products]

Project fields:
U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$84,932 (approved)
$84,932 (awarded)

Grant period:
1/1/2018 – 6/30/2022


AC-258929-18

Passaic County Community College (Paterson, NJ 07505-1102)
Martha A. Brozyna (Project Director: June 2017 to present)
Alexandra Lucignani Della Fera (Co Project Director: February 2018 to present)
Discovering Paterson: An Interdisciplinary Approach to Teaching History and English Literature

Enhancement of required undergraduate humanities courses at Passaic County Community College through engagement with local cultural organizations in Paterson, New Jersey.

Passaic County Community College’s proposed project entitled "Discovering Paterson: An Interdisciplinary Approach to Teaching History and English Literature" will improve coursework in History and English Literature by integrating important themes such as Industrialization, the Abolitionist Movement, and Immigration into course content. Using the early industrial city of Paterson, New Jersey, as a context, students enrolled in U.S. History I, U.S. History II, and English Literature will learn about key historical, social, and literary movements. The project is significant because it extends learning beyond the classroom environment while connecting students with vast historical, cultural, and literary resources in the surrounding community. Key partner organizations will include the Passaic County Historical Society, the Paterson Great Falls National Historical Park, the Paterson Public Library, the American Labor Museum, and the Paterson Poetry Center.

[Grant products]

Project fields:
Literature, General; U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2018 – 12/31/2021


AC-258930-18

University of Texas, El Paso (El Paso, TX 79968-8900)
Isabel Baca (Project Director: June 2017 to February 2021)
Developing a Humanities-Based Bilingual Professional Writing Certificate for Undergraduates

Creation at the University of Texas, El Paso, of an undergraduate bilingual professional writing certificate with a focus on translation theory and ethics.

The Undergraduate Bilingual Professional Writing Certificate Program project addresses the most essential dimensions of English-Spanish bilingual professional writing through a focus on ethics, translation, language, and rhetoric. The proposed project involves substantive curricular development and faculty training on the intrinsic role of ethics in professional writing and translation by focusing on three goals: To prepare English-Spanish bilingual students to write and translate ethically both Spanish and English, in print and online, in professional settings; to deepen faculty preparation in the teaching of ethics in professional writing and translation; to collaborate with community partners through professional writing and ethical translation workshops and student internships. The UBPWC Program is planned in two phases: Phase 1 focuses on offering the redesigned UPBPWC Program face-to-face while Phase 2 focuses on offering the program in full online format.

Project fields:
Composition and Rhetoric; Ethics; Languages, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,924 (awarded)

Grant period:
1/1/2018 – 12/31/2019


AC-258931-18

City Colleges of Chicago, Wilbur Wright College (Chicago, IL 60634-1500)
Daniel Borzutzky (Project Director: June 2017 to March 2019)
Anna M. Proffit (Project Director: March 2019 to October 2021)
Anna M. Proffit (Co Project Director: November 2017 to March 2019)
Yolanda Nieves (Co Project Director: March 2019 to October 2021)
Latino/a Studies: Curriculum for the College Community

Curricular development and faculty workshops to enhance a new certificate program in Latin American and Latino/a Studies at Wilbur Wright College.

Wright College of the City Colleges of Chicago is proposing a two-year initiative to enhance our offerings in Latino/a Studies and to bolster our newly-formed Latin American and Latino/a Studies Program. This supports our mission as a Hispanic Serving Institution as research indicates that graduation and retention rates are improved when students see their own experiences reflected in the classroom and their college communities. The project will entail three phases: 1) research and new course design; 2) faculty development to enrich previously existing humanities courses with Latino/a content; 3) partnerships with community organizations and transfer institutions. Our goal is to improve the quality of humanities teaching and learning at our institution.

Project fields:
Composition and Rhetoric; Hispanic American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,907 (approved)
$82,076 (awarded)

Grant period:
1/1/2018 – 12/31/2020


AC-258965-18

Texas Woman's University (Denton, TX 76204-5589)
Gretchen Busl (Project Director: June 2017 to present)
Ashley Brookner Bender (Co Project Director: November 2017 to present)
Building Global Perspectives in the Humanities

A faculty development project to incorporate global perspectives into additional humanities courses at Texas Woman’s University.

The "Building Global Perspectives" project's primary aims are to increase the number of humanities courses offered that qualify for the Global Perspective requirement, and strengthen the Global Studies minor with the intent of creating an accompanying interdisciplinary major. The project will also bolster TWU's connection to the DFW community by creating experiential learning partnerships and broadening existing Global Connections Initiative programming.

[Grant products]

Project fields:
Interdisciplinary Studies, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,803 (approved)
$83,360 (awarded)

Grant period:
4/1/2018 – 8/31/2020


AC-258966-18

CUNY Research Foundation, LaGuardia Community College (Long Island City, NY 11101-3007)
Ana Maria Hernandez (Project Director: June 2017 to present)
Enriching the Latin American Studies Program

Faculty development and the expansion of the Latin American Studies program at LaGuardia Community College.

This project will strengthen and deepen Latin American Studies at LaGuardia by providing faculty with opportunities to develop and expand their knowledge of the humanities in Latin America and thus increase and improve the range of courses offered. The Latin American Studies option is an interdisciplinary curriculum housed in the Departments of Humanities (art, music, film, philosophy, and theater), Education and Language Acquisition (modern language and literature), and Social Science (history). Expanding Latin American Studies is important at LaGuardia as forty-one percent of its student body is of Hispanic background and the majority of the college’s international students come from a Latin American or Caribbean country. Offering a curriculum that reflects the students’ diverse origins will help improve student success and increase students' engagement with the humanities.

[Grant products]

Project fields:
Latin American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$83,195 (approved)
$83,195 (awarded)

Grant period:
1/1/2018 – 12/31/2021